Inter-relation between Research, Training and Practice in Educational Sciences: Case of Translator education

Inter-relation between Research, Training and Practice in Educational Sciences:

Case of Translator education

العلاقة بين البحث و التعليم وممارسة المهنة من  منظور  علوم التربية:

حالة التعليم و التعلم ببرامج الترجمة

The below is part of my ongoing Doctoral productions. This was part of a work submitted in December 2011 (Université de Sherbrooke- Canada)and which I am preparing to submit for publication.

The below abstrcat will give you an diea about the content of the article, which is aimed to inform the community
of a growing issue in the teaching practice.
.

Abstract

In this paper, I would like to share with you some of my reflections regarding the type of knowledge framework that is promoted in the field of education and for education rather than about education, and how this knowledge can inform the field translator education. Three basic poles will be discussed : Research, Training (or Teaching) and Practice. Of great importance is the relationship between these three themes.

Issues like the ‘theory’ and ‘practice’ dichotomy seem to be a tale of the past. Instead, the real and major hot debate consists in defining and analysing the type of relation binding the poles of research, training and Practice. First, I will elaborate on the mechanisms that govern the three concepts as per my understanding of the reviewed literature. Then, I will try to link that into my domain of translation pedagogy standing as the applied chunk of translation studies.

PART1

1-     RESEARCH, TRAINING AND PRACTICE DYNAMICS.

(ect....ect...more pages to follow)

PART II

2-         LINKING CONCEPTS OF RESEARCH, TRAINING AND PRACTICE TO THE DOMAIN OF TRANSLATION PEDAGOGY.

          In this part of the assignment, I will elaborate on how the above mentioned triad works or may work in the field of translator training. In this regard, and to simplify the path, I will adhere to St Arnauld’s (1993) categorisation of the three concepts, whereby practice would refer to the ‘front line’ practitioner who then became teacher within a university context, then a researcher (Ibid, p. 412).

(........ect....ect..........More pages to follow).

A conclusion drawn from  part 1 and part2 .

   It seems there is a need to review the existing weaknesses in professionally - oriented pedagogies practiced within university contexts. Our experience as well as a close follows up on surveys and research on the practice and teaching-learning of translation in Europe, Canada, Africa and Middle East compel us to investigate the issue and seek to find innovative methods and tools to tackle the problem. Our aim is to design a competence- based approach taking into consideration the emerging and current needs of the future language professional to fill the gap in the teaching and training of the language professional.

BIBLIOGRAPHY:

J.M. Van Der  Maren (2005). La recherche appliquée à la pédagogie: des modèles pour l’enseignement, 2ème édition, Bruxelles: De Boeck Université, p.15 à 38.

J.-M. Van der Maren (1996). Méthodes de recherche pour l’éducation, Montréal: PUM, 2eme éd, p.37-47.

Gonzales Davies, M. (2004). Multiple Voices in the Translation Classroom. Activities, Tasks and Projects, Amsterdam/Philadelphia, John Benjamins,

 Gouadec, Daniel (2007). Translation as a Profession. Amsterdam/Philadelphia: John Benjamins Publishing Company

Hatim, B. (1997). Communication across Cultures. Translation Theory and Contrastive Text Linguistics, University of Exeter Press

Kiraly, D.C. (2003). From Instruction to Collaborative Construction: A passing fad or the promise of a paradigm shift in translator education?. In B.J. Baer and G.S. Koby (eds.) Beyond the Ivory Tower. Rethinking translation pedagogy. American Translators Association Scholarly Monograph Series, Vol. XII. Amsterdam and Philadelphia: John Benjamins. 3-27.

Prégent,R. Bernanrd, H. et Kozantis, A. (2009). Enseigner à l'université dans une approche-programme. Montréal: Press Internationale Polytechnique. 

Saint-Arnaud, Y. (1993). Pratique et Recherche. Une histoire des poupées russes.Dans F. Serre (dir.) Recherche, formation et pratique en éducation des adultes(p. 405-419). Sherbrooke: Editions du CRP.

Shon, D.A. (1994). Le praticien réflexif: A la recherche du savoir caché dans l’agir professionnel. Traduction de J.Heynemand et D. Gagnon, Montréal: Éditions Logiques, p. 45-102.

Smith, Hazel and Dean, Roger T. 2009. (eds.) Practice-led Research,Research-led Practice in the Creative Art, Edinburgh University Press.


(c)Fouad Elkarnichi . 2012